development of challenge-based learning instructional

The 2nd International Conference on Technical Education

www.icteched.org November 6, 2014 Faculty of Technical Education,

King Mongkut’s University of Technology North Bangkok, Thailand

ICTechEd02EDU05

Development of Challenge-Based Learning Instructional Model via Cloud Computing Environment to Enhance Leadership Philosophy

for Higher Education Students

J. Premsmitha,* and P. Wannapiroonb aKing Mongkut’s University of Technology North Bangkok, Bangkok, 10800, Thailand bKing Mongkut’s University of Technology North Bangkok, Bangkok, 10800, Thailand

Abstract-The research aimed to 1) analysis and synthesis

framework of Develop Challenge-Based Learning Instructional Model via Cloud Computing Environment to Enhance Leadership Philosophy for Higher Education Students. 2) develop Challenge-Based Learning Instructional Model via Cloud Computing Environment to Enhance Leadership Philosophy for Higher Education Students and 3) evaluate the developed Challenge-Based Learning Instructional Model via Cloud Computing Environment to Enhance Leadership Philosophy for Higher Education Students. Two phases of the research will be carried out: a development and an evaluation of the model. Samples are experts in the field of information technology, Challenge-Based Learning and leadership philosophy. five experts are selected by purposive sampling method. The obtained data are analyzed using mean and standard deviation. The research result demonstrates the following findings: 1) The results of the study show that model consists of 7 key steps: 1) Create Scheduler, 2) Brain storming, 3) Investigate, 4) Guiding, 5) Solution, 6) Assessment, and 7) Publish and Share. 2) The five experts have evaluated the model and commented that the developed model showed high suitability. Keywords: Challenge-Based Learning, Cloud Computing, Leadership Philosophy

I. INTRODUCTION

Learning and Teaching in the 21st century in line with the National Education Act B.E. 2542 and 2545, Section 22, requires that provision of learning must be based on the principle that every student can learn and self-develop. Students should be encouraged to develop naturally to their full potential. Also, Section 24 specifies that educational institutions and relevant agencies must arrange activities, learning environment and facilities in line with interests and aptitudes of students [4].

Apple Classroom of Tomorrow (2009) explains that learning is an approach based on the challenge of applying the lessons in classes and workshops to challenge settlement to go through. Learning through challenges involved teaching and learning methods in order to motivate the students in various technologies and facilities around them to solve real-world problems. Through this approach, students should implement assignments based on skills and interests, while the lecturer or other experts with challenging questions posed by the students and the students are trained to be

brave act on the knowledge gained and practice sharing information and experience. Among the key features of this challenge based learning is the diversity of possible solutions and strategies, natural resources and relationships, opportunities to develop self-attitude, talent, hone basic skills to management and production technology, opportunities for students to do something rather than learning in class or workshop only, documenting the experience gained from solving challenges and finding information 24 hours a day[9]. CBL encourages the use of web and mobile technologies, such as collaborative tools and wikis, that are available to students but not often used in coursework. This model is frequently interdisciplinary in its approach and encourages projects that involve the wider community. The combination of allowing students to choose their challenge and tying these challenges to community interaction raises student investment in a productive outcome [10]. A key feature of challenge-based learning is that it appropriates the networking tools and media production techniques already being used in daily life by many 21st century learners. In preparing the final products of their research presentations of their chosen solutions students draw upon photography, videography, audio recording, and writing skills that they may already be using as web content producers. If they are not already doing those things, challenge-based learning provides an engaging opportunity for them to hone these kinds of high-level communication skills [7]. The kind of learning that takes place in challenge-based projects is reinforced by action, and students will learn much from the implementation of their own ideas. Part of the attraction of the projects to the students was the opportunity to persuade their peers and the adults in their life to take part in activities they designed. In order for students to see that they can make a difference, they must be allowed to carry their solutions through to action. Implementation is accompanied by major outcomes in terms of acquisition of 21st century skills such as communication, leadership, civic literacy, and social responsibility, among many others[7].

A leadership philosophy is a set of beliefs and principles that strongly influence how we perceive ourselves within an organization and those that we lead.

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November 6, 2014 www.icteched.org Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Thailand

ICTechEd02EDU05

It is an essential ingredient in forming our vision, goals and behavior within the organization that we lead. First it is useful to define leadership. Leadership is the individual phenomenon of influencing others, inspiring them to do their best, Giving them purpose, guidance and motivation. The best leadership style is one that is adapted to the situation, otherwise known as situational leadership. Leadership is different from management as management does not have to involve inspiring or motivating others. Most leaders in any role agree that vision, values, adapting to change, knowing oneself and others, professional knowledge and good communication are essential components of leadership. I believe that one of the most important elements of these is vision. Without vision a leader is lost[8]. When developing your leadership philosophy you must be aware that each individual’s values and goals will differ, and so will that of the organization. Your leadership philosophy should reflect these differences. However there are some fundamental characteristics of effective leadership that are universal and considered essential to developing an effective leadership philosophy. Leadership philosophies provide foundations on which to build strategies for an organization from management to operational activities [7].

II. PURPOSE OF THE RESEARCH

1) To analysis and synthesis framework of Develop Challenge-Based Learning Instructional Model via Cloud Computing Environment to Enhance Leadership Philosophy for Higher Education Students.

2) To develop Challenge-Based Learning Instructional Model via Cloud Computing Environment to Enhance Leadership Philosophy for Higher Education Students.

3) To evaluate the developed Challenge-Based Learning Instructional Model via Cloud Computing Environment to Enhance Leadership Philosophy for Higher Education Students.

III. SCOPE OF THE RESEARCH

A. Population and Sample Population is experts in the field of information

technology, Challenge-Based Learning and Leadership Philosophy.

The samples in this research were five experts in the field of information technology, Challenge-Based Learning and Leadership Philosophy selected by Purposive Sampling method. The selection criteria at least 3 years of relevant

experience. B. Variable

Independent variable is Challenge-Based Learning Instructional Model via Cloud Computing Environment.

Dependent variable is Leadership Philosophy.

IV. LITERATURE REVIEW

A. Challenge-Based Learning [1] Apple Computer Inc. has applied CBL to the

collaboration project, Apple Classrooms of Tomorrow (ACOT), between public schools, universities, and research agencies with great success [1].

Figure 1. The CBL Framework

The CBL framework, as shown in Figure 1, is

implemented in this study as follows: 2.1 Big Idea Start by working with students to identify the big idea.

A big idea is one that is important on a global scale and that students can work with to gain the deep multidisciplinary content knowledge and understanding that is required by the standards for their grade level. A good place to look for big ideas is in the major news stories of the day.

2.2 Essential Questions which serves as the link between your lives and the big

idea. The question should be answerable through research, help focus students’ efforts, and provide a framework for the challenge.

2.3 The Challenge The challenge turns the essential question into a call to

action by charging participants with developing a local solution to a global problem. A challenge is immediate and actionable. Choosing and setting up the challenge is crucial. If it is interesting and sufficiently close to home, students will derive personal meaning and feel a sense of accomplishment upon proposing and implementing a solution. If the challenge also has greater global significance, students will gain confidence and self-

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esteem as they engage with issues they know to be truly important.

2.4 Guiding Questions Students can now generate their own guiding questions

to identify the knowledge they will need to understand to develop a solution to the challenge.

2.5 Guiding Activities Students identify and engage in guiding activities,

including simulations, research, games, calculations, expert interviews, surveys, and other activities that help them acquire the knowledge needed to answer the guiding questions and to develop an innovative, insightful, and realistic solution.

2.6 Guiding Resources Students did their research using books, class lecture

notes, papers, the Internet and expert opinions in developing solutions to their guiding questions. They watched videos on the Internet to learn how to fend off social engineering tactics.

2.7 Solutions They should select one solution through prototyping,

experimentation, or other means. Next, they fully research, document, and develop that solution and then identify steps to carry out their implementation plan.

2.8 Assessment Challenge Based Learning presents a wide variety of

opportunities for assessment. Informative assessment of content and skills can be built in throughout the challenge, and the solutions to the challenge provide an excellent opportunity for summative assessment. Traditional assessment methods can be used at many different points during the process. However, the CBL experience provides the opportunity to integrate a variety of alternative and authentic assessment tools. These tools are performance based in that students are not only expected to know the information but apply it in real-world situations. They also provide a longitudinal source of rich data that can be used to assess depth of knowledge and change over time.

B. Cloud Computing Cloud computing really is accessing resources and

services needed to perform functions with dynamically changing needs. An application or service developer requests access from the cloud rather than a specific endpoint or named resource. What goes on in the cloud manages multiple infrastructures across multiple organizations and consists of one or more frameworks overlaid on top of the infrastructures tying them together. Cloud computing is new platform of technology model to be accessible through. Cloud Computing characteristics includes on demand self services, resource pooling, rapid elasticity, mutagenicity, and measured service (pay per use) [3], [6] There are three types of cloud providers that can be divided into Software as a Service (SaaS),

Platform as a Service (PaaS), and Infrastructure as a Service (IaaS) but [6] they subdivided six groups are 1) Software as a service (SaaS) 2) Infrastructure as a Service (IaaS) 3) Platform as a Service (PaaS) 4) Data as a Service (DaaS) 5) Network as a Service (NaaS) 6) Storage as a Service (STaaS) than it was subdivided four types includes Private Cloud, Community Cloud, Public Cloud, and Hybrid Cloud. In this research emphasis SaaS because researcher will create the course management system in web-based format and that run on cloud computing environment.

C. Leadership Philosophy A leadership philosophy is the way we see ourselves

as leaders. This philosophy guides our actions, our behaviors, and our thoughts. Our philosophies are influenced by external and internal forces. We can change who we are as leaders by simply changing our philosophy of leadership. Leadership philosophies can change as you grow to understand yourself within the context of leading. Creating or finding your leadership philosophy means that you must explore and reflect upon your personal values, assumptions, and beliefs about leadership. Personal values are qualities or characteristics that you value. You would rather leave an organization or step down as a leader than violate your values. Your values guide your intentions and they influence how you lead. When your personal values are clear and you are conscious of them, you create a solid foundation for leading.

Assumptions are ideas that are assumed or believed to be true. As a leader it is important to understand what assumptions fuel your leadership thinking. Often leaders are not aware of the assumptions because they are operating from certain paradigms that will not allow them to see assumptions. Reflection into one’s leadership is an excellent way to uncover assumptions. Beliefs are ideas that we hold to be true; they shape our realities. If a leader believes that the only individuals in an organization that can make decisions is the management staff, then that belief will influence how the leader treats others. Beliefs can also be unconscious; they are for us a habitual way of thinking and acting that it doesn’t cross our minds that our beliefs may be prohibiting us.

D. Literature Review and Researches Related (Marin, Hargis, & Cavanaugh, 2013)[2] were

developed the structure of a Foundations English Language (FEL) course that integrates the use of Challenge Based Learning (CBL) and iPad mobile learning technology. the Center for Teaching and Learning (CTL) provided a follow up session of the CBL introduction solely to level three teachers in order to share the course outline with them and to familiarize them with how their current assessment structure would

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fit into the CBL course. Then, one faculty member made stories of CBL initiatives in the classroom. The iFellow was asked to provide the course outline and to discuss the benefits and drawbacks the approach showed in practice. The predominant assessment approach used in the foundations program was summative and formative. Thus, the CBL approach was seen to add valuable Process-Based and informative assessment feedback to the learning process. The outcome of this sharing session was successful as two faculty members volunteered to participate in a pilot of the course, which will ultimately aim at providing reflective testimonials of the CBL experience at the end of semester one.

(Ronald, Joseph, Henry & Fabio, 2011)[5] were describes the application of the Challenge Based Learning (CBL) methodology to cybersecurity education. The overall goal is to improve student learning via a multidisciplinary approach which encourages students to collaborate with their peers, ask questions, develop a deeper understanding of the subject and take actions in solving real-world challenges. In this study, students established essential questions which reflected their interests in information security, formulated challenges on how to safeguard confidential information from cyber attacks and then came up with solutions to secure their information and network. For guiding activities, students participated in two cybersecurity competitions against their peers from other local universities. In these simulated real-life competitions, students were forced to work together, think on their own two feet and apply their knowledge to defend against cyber attacks. Assessments performed after the study showed improvement in students’ computer and security skills, interest in learning security and ability to teach others

V. RESEARCH METHODOLOGY

The instructional model development is carried out in two phases.

A. Phase 1 Development of Challenge-Based Learning

instructional model via cloud computing environment to enhance leadership philosophy for higher education students.

1.1 Relevant articles and research works are studied, analyzed, and synthesized to formulate a concept of the model development.

1.2 A model is developed based on the data obtained from the research study used in the formulation of the model development concept.

1.3 The model is presented to advisor for consideration and modified it as guided.

1.4 A tool is built to evaluate the model’s suitability integrate the design of learning of ADDIE Model.

B. Phase 2 Evaluation and certification of the developed

Challenge-Based Learning instructional model via cloud computing environment to enhance leadership philosophy for higher education students.

2.1 The model is submitted to the experts for review and evaluate the suitability.

2.2 The model is modified according to the experts’ suggestions.

2.3 After modification, the model is presented in form of narrative diagram.

Figure 3. Explained the Challenge-Based Learning instructional model via cloud computing environment to enhance leadership

philosophy for higher education students.

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2.4 Evaluation result on suitability is analyzed using mean ( ) and standard deviation (S.D.). Five Likert-type levels of measurement are identified to assess the model’s suitability, namely strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree.

VI. CONCLUSION

The research results are presented in two parts. A. Part 1 Challenge-Based Learning Instructional

Model via Cloud Computing Environment to Enhance Leadership Philosophy for Higher Education Students The instructional model consists of 3 main elements: 1) Challenge-Based Learning 2) Cloud Computing and 3) Leadership Philosophy; as shown in Figure2 and Figure3.

Figure 2. Illustrates the Challenge-Based Learning instructional

model via cloud computing environment to enhance leadership

philosophy for higher education students.

B. Part 2 Evaluation result of the developed

Challenge-Based Learning instructional model via cloud computing environment to enhance leadership philosophy for higher education students

The evaluation is carried out by submitting the developed model to the five experts for a certification on the suitability of its components, methodology, steps, activities, and for a test.

The evaluation result by the expert has shows that the Could Learning Activity have high suitability ( =4.48, S.D. = 0.51) see table 1, the leadership philosophy have the high suitability ( = 4.40, S.D. = 0.48) see table 2.

TABLE I : Could Learning Activity Variable Mean S.D. Level of suitablility

Create Scheduler

4.60

0.52

Highest

Brain storming 4.30 0.48 High Investigate 4.50 0.53 High Guiding 4.60 0.52 Highest Solution 4.50 0.53 High Assessment, 4.30 0.48 High Publish and Share 4.60 0.52 Highest

Total 4.48 0.51 High

The expert has shows high suitability ( = 4.48, S.D. = 0.51).

TABLE II : Leadership Philosophy

Variable Mean S.D. Level of suitablility Personal values

4.89

0.49

Highest

Assumptions 4.11 0.43 High Beliefs 4.33 0.54 High Reflecting 4.30 0.48 High

Total 4.40 0.48 High

The expert has shows high suitability ( = 4.40, S.D. = 0.48).

VII. DISCUSSION

The research results in the following points for discussion.

6.1 The experts’ evaluation demonstrates that the components, steps, and activities of the model are highly suitable. The result also aligns with the research finding of suggesting that the Challenge-Based Learning instructional model via cloud computing environment activities consists of seven key steps: 1) Create Scheduler, 2) Brain storming, 3) Investigate, 4) Guiding, 5) Solution, 6) Assessment, and 7) Publish and Share.

6.2 The experts’ evaluation also reveals that the model is highly suitable for the leadership philosophy development.

6.3 Challenge-Based Learning activities following Tajuddin, S. M., & Jailani, A [9], several follow-up should be done by the parties concerned. Human resource is the main driving force in the implementation of learning based on these challenges. The lecturer should always be prepared with challenging questions that will be raised by the students. Facilities with broadband internet speed, equipped with video streaming are essential in order to make room for the students to find information more easily, and to facilitate presentations by students. Besides this institutional relationships with industry should also be developed so that students get the original reference.

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VIII. ACKNOWLEDGMENT

The researchers would like to thank Faculty of Technical Education and College of Industrial Technology at King Mongkut’s University of Technology North Bangkok which supported the tools and location for the research.

IX. REFERENCES

[1] Apple, Inc. Challenge-Based Learning Cupertino, California, (2009). Available: http://ali.apple.com/cbl/global/files/CBL_Paper.pdf.

[2] Catalina M., Jace H., Cathy C. (2013). iPAD Learning Ecosystem: Developing Challenge-Based Learning using Design Thinking. Turkish Online Journal of Distance Education, 14(2): 22–34, 2013.

[3] Harjit Singh., “Current Trends in Cloud Computing A Survey of Cloud Computing Systems,” International Journal of Electronics and Computer Science Engineering, pp. 1214- 1219, July 2013.

[4] Office of the Higher Education Commission. (2013). Thai Qualifications Framework for Higher Education. [Online]. Available: http://www.mua.go.th/users/tqf-hed/news/FilesNews/FilesNews2/news2.pdf.

[5] R. Cheung, J. Cohen, H. Lo and F. Elia, “Challenge Based Learning in Cybersecurity Education”, Proc. International Conference on Security and Management, Las Vegas, Nevada, July 2011.

[6] S. B. Anurag., “Cloud Computing and Its Vision 2015!!,” International Journal of Computer and Communication Engineering, Vol. 2, No. 4, July 2013.

[7] Simon Ashley., Leadership Philosophy, Leadership Coaching, 2009. Available: http://www.managerleadershipcoaching.com/2009/10/leadership-philosophy/

[8] Simon Ashley., Develop a Leadership Philosophy, 2010. Available: http://ezinearticles.com/?Develop-a-Leadership-Philosophy&id=3965952.

[9] Tajuddin, S. M., & Jailani, A. (2013). Challenge based learning in students for vocational skills. International Journal of Independent Research and Studies, 2(2), 89-94.

[10] Things you should know about Challenge-Based Learning. EDUCAUSE, 2012. Available: http://net.educause.edu/ir/library/pdf/ELI7080.pdf.

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